rws-q3-module-1-shs-reading-and-writing-skills.pdf

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RWS Q3 Module 1-SHS-Reading-and-Writing-Skills
Bachelor of Secondary Education (Nueva Ecija University of Science and Technology)
Studocu is not sponsored or endorsed by any college or university
RWS Q3 Module 1-SHS-Reading-and-Writing-Skills
Bachelor of Secondary Education (Nueva Ecija University of Science and Technology)
Downloaded by Keirstine Claire Areja (keirstineclaire05@gmail.com)
lOMoARcPSD|20061457

Reading and Writing
Skills
Quarter 3 – Module 1:
Patterns of Development in
Writing Across Disciplines
lOMoARcPSD|20061457

Reading and Writing Skills – Grade 11/12
Alternative Delivery Mode
Quarter 3 – Module 1: Patterns of Development in Writing Across Disciplines
First Edition, 2020
Republic Act 8293, section 176 states that: No copyright shall subsist in any work of
the Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from their
respective copyright owners. The publisher and authors do not represent nor claim ownership
over them.
Published by the Department of Education
Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio
Printed in the Philippines by the Department of Education –
Schools Division of Bataan
Office Address: Provincial Capitol Compound, Balanga City, Bataan
Telefax: (047) 237-2102
E-mail Address: bataan@deped.gov.ph
SENIOR HS MODULE DEVELOPMENT TEAM
Author : Frances Therese D. San Juan
Co-Author – Language Editor : Guilito B. Macatuggal
Co-Author – Content Evaluator : Guilito B. Macatuggal
Co-Author – Illustrator : Guilito B. Macatuggal
Co-Author – Layout Artist : Guilito B. Macatuggal
Team Leaders:
School Head : Emelita G. Paguio
LRMDS Coordinator : Edgar E. Garcia, MITE
SDO-BATAAN MANAGEMENT TEAM:
Schools Division Superintendent : Romeo M. Alip, PhD, CESO V
OIC- Asst. Schools Division Superintendent : William Roderick R. Fallorin, CESE
Chief Education Supervisor, CID : Milagros M. Peñaflor, PhD
Education Program Supervisor, LRMDS : Edgar E. Garcia, MITE
Education Program Supervisor, AP/ADM : Romeo M. Layug
Education Program Supervisor, Senior HS : Danilo S. Caysido
Project Development Officer II, LRMDS : Joan T. Briz
Division Librarian II, LRMDS : Rosita P. Serrano
REGIONAL OFFICE 3 MANAGEMENT TEAM:
Regional Director : May B. Eclar, PhD, CESO III
Chief Education Supervisor, CLMD : Librada M. Rubio, PhD
Education Program Supervisor, LRMS : Ma. Editha R. Caparas, EdD
Education Program Supervisor, ADM : Nestor P. Nuesca, EdD
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Introductory Message
For the facilitator:
Welcome to the Reading and Writing Skills – Grade 11/12 Alternative Delivery
Mode (ADM) Module on Patterns of Development in Writing Across Disciplines!
This module was collaboratively designed, developed and reviewed by
educators both from public and private institutions to assist you, the teacher or
facilitator in helping the learners meet the standards set by the K to 12 Curriculum
while overcoming their personal, social, and economic constraints in schooling.
This learning resource hopes to engage the learners into guided and
independent learning activities at their own pace and time. Furthermore, this also
aims to help learners acquire the needed 21st century skills while taking into
consideration their needs and circumstances.
In addition to the material in the main text, you will also see this box in the
body of the module:
As a facilitator you are expected to orient the learners on how to use this
module. You also need to keep track of the learners' progress while allowing them to
manage their own learning. Furthermore, you are expected to encourage and assist
the learners as they do the tasks included in the module.
Notes to the Teacher
This contains helpful tips or strategies that
will help you in guiding the learners.
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For the learner:
Welcome to the Reading and Writing Skills – Grade 11/12 Alternative Delivery Mode
(ADM) Module on Patterns of Development in Writing Across Disciplines!
The hand is one of the most symbolized part of the human body. It is often used to
depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a learner
is capable and empowered to successfully achieve the relevant competencies and
skills at your own pace and time. Your academic success lies in your own hands!
This module was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled to
process the contents of the learning resource while being an active learner.
This module has the following parts and corresponding icons:
What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the
module.
What I Know This part includes an activity that aims to
check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.
What’s In This is a brief drill or review to help you link
the current lesson with the previous one.
What’s New In this portion, the new lesson will be
introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.
What is It This section provides a brief discussion of the
lesson. This aims to help you discover and
understand new concepts and skills.
What’s More This comprises activities for independent
practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.
What I Have Learned This includes questions or blank
sentence/paragraph to be filled in to process
what you learned from the lesson.
What I Can Do This section provides an activity which will
help you transfer your new knowledge or skill
into real life situations or concerns.
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Assessment This is a task which aims to evaluate your
level of mastery in achieving the learning
competency.
Additional Activities In this portion, another activity will be given
to you to enrich your knowledge or skill of the
lesson learned. This also tends retention of
learned concepts.
Answer Key This contains answers to all activities in the
module.
At the end of this module you will also find:
The following are some reminders in using this module:
1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.
We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it!
References This is a list of all sources used in developing
this module.
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What I Need to Know
Welcome to this module on Reading and Writing Skills!
This module has been designed as a resource for you who are currently
involved in writing assignments or course projects in order to prepare for future
academic reading and writing at university. Although this module will provide
guidance and useful tips and tricks to student writers, it is specifically useful to
those who are writing in second language contexts and whose native language is not
English. This learning material will guide you in differentiating the patterns of a
written text while reading a selection.
After going through this module, you are expected to distinguish between
and among patterns of development in writing across disciplines (EN11/12RWS-
IIIbf-3), specifically:
1. identify the patterns of a written texts from the reading selection;
2. distinguish one pattern from the other by looking at its similarities and
differences; and
3. critique a chosen sample reading text of each pattern of development by
focusing on information selection, organization, and development.
(Mstjahanara903)
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What I Know
Let us start this module with these short easy exercises. Try to complete this
crossword puzzle using the clues provided. Check your answer from the answer key
at the back of this module.
1. e 2. D
3. c 4. c
5. c t t
6. p e
7. d N
8. n e
9. c
10.
p s N
n
e
Down:
1. result or outcome
2. tells what
someone or
something is like
3. puts concepts or
things in a group or
set
4. reason
9. to note
similarities
Across:
5. to cite differences
6. to convince
7. gives the meaning
of a term, concept or
subject
8. to tell a story
10. a topic of
concern or issue is
addressed to
be solved
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coherence
paragraph
supporting
details
topic sentence
Lesson
1
Patterns of Development in
Writing Across Disciplines
Writers write for a purpose either to narrate, describe, define, classify,
compare, contrast, persuade or show cause and effect or problem-solution
relationships. The selection of patterns of development in writing is dependable on
the writer’s purpose.
What’s In
Complete the statements about paragraph writing from the pool of words below.
(Marish, Book festival concept illustration-a group of tiny people reading a huge
open book)
1. A ___________ is composed of sentences that are related to develop a central idea.
2. The ___________________ states the main idea of a paragraph.
3. There should be a smooth flow of connection between and among ideas and
sentences in a paragraph to achieve _____________.
4. ________________ are information and/or facts that serve as evidence, explanation
or examples. They help readers gain full understanding of the main idea.
5. It is important to select and ______________ ideas and details when writing a
paragraph.
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What’s New
Read the poem below about patterns of development in writing.
Writing needs direction before your ideas slip away
Let these patterns in writing help you, if they may
If you tell a story of what happened, narration is the way
Description is when large, sweet or soft are words you say
If you tell the meaning of a concept, term or subject
And explain what something is, definition is what you expect
Put items related in categories or groups in any way,
Classification is definitely the game you play
Stating the reason and result, that’s cause and effect
You want to convince readers? Persuasion is perfect
When there’s an issue or problem and a solution is made today
Obviously, problem- solution pattern is on display
If similarities and differences are the ideas you collect
then comparison and contrast pattern is what you reflect
These are the patterns of developing the thoughts in your head
Remember that to achieve a particular purpose in the end,
information in a written text may be organized and selected.
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What is It
Writing is one basic and important skill one should have in order to
communicate, whether it be for the humanities, sciences or business. Under these
various disciplines or fields where writing is required, we need to determine which
writing pattern is best to use. The Humanities may involve writing literature reviews,
book reports, literary analyses, essays, critical reviews, and argumentative papers.
The Sciences have natural, social, formal and applied science. Writing for this
discipline calls for precise use of terms, simple and direct language, objectivity and
clarity. As for Business, we have memos, claim letters, economic research papers,
résumés, school application essays, scholarship application letters, and business
proposals.
There are things you may want to write first before speaking since writing will
give you more time to think of what you want to say. As a student, you may have
already encountered different writing tasks. By this time, you may have also
developed your own way of expressing your thoughts through writing.
Composing paragraphs, essays or short answers for your homework are some
of the instances when you have to write. When you write, you need to know your
reason. Why do you need to write? What are you writing for? This sounds a little
difficult in the beginning. That is why it is necessary that you organize your ideas
first. How do you organize your ideas? Arranging your thoughts will depend on the
purpose you have for writing, hence, there are patterns of written texts across
disciplines.
The different patterns of development of these written texts across disciplines
will help you find the direction of the thoughts and ideas you write.
Some of the patterns may have similarities and differences that distinguish
one from the others. To help you tell apart a specific pattern, look into the
distinctive characteristics it has.
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What’s More
Let us have a brief check. What are the patterns of development in writing mentioned
in the poem?
A. List down the underlined patterns according to how they were stated in the
poem.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
B. Match the pattern of writing above with its description below.
a. It tells why something happens and what happens after. It explains how an
incident or action produces results. It is fitting for argumentation, explanation or
narration. The writer may begin from the cause, followed by the effect or from the
effect, followed by the cause.
b. This presents how a thing, person or a certain subject is similar or different from
another. It is concerned with how alike (compare) or unlike (contrast) someone or
something is from someone or something else.
c. It gives the meaning of an idea, concept or word and may specify certain limits of
its meaning. This is commonly used in writing scientific research or term papers.
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d. This pattern aims to create a picture in the minds of the reader by using
adjectives and words that appeal to the senses. Its purpose is to help the readers
imagine what the writer saw, heard, smelled, tasted, felt or experienced.
e. This is done by noting relationships among things. Particular items are placed in
categories that distinguish them from the other groups of kinds based on certain
principles or bases.
f. It presents logically- arranged events which should also describe what happened
and when, where, how and why something occurred. This is usually told with
action words. It should appeal to readers’ feelings and understanding. Events are
organized according to time or chronology so transitional devices used are usually
first, second, next, then, finally and others that denote time.
g. The intention of this pattern is to convince or influence the reader to do or
believe in a certain idea or perception.
h. This pattern identifies an issue or a problem and posts a suggested solution to
solve it. It may be compared to cause and effect pattern. It is different because it
presents a solution to the problem while cause and effect just provides the effects
of the problem.
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What I Have Learned
Writing paragraphs is easier when you know which pattern is applicable for
the topic you have. Let us recall the different patterns of development in writing
across disciplines.
The diagram below describes a distinguishing characteristic of a specific
pattern of development. Can you identify the descriptions from the diagram?
Patterns of
Written Texts
Across
Disciplines
(Sciences,
Hmanities,
Business)
___________________
uses adjectives and
descriptive words
_________________
gives meaning to a term
___________________
cites similarities and
differences
_____________________
sorts/places subjects ot
things into categories of
class
_____________________
discusses certain issue
and the solution to it
_________________
aims to convince
readers
__________________
shows cause and effect
_______________
relates a story
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What I Can Do
Now that the different patterns of development in writing texts across
disciplines are familiar to you, analyze which of them is best for the topics below.
Which pattern of written text should be used if you will write a paragraph for each
topic?
1. Write about the types of classmates you have.
2. Tell us about your happiest day.
3. Give the similarities and differences you
have with your closest friend.
4. Identify a problem you experience every
Sunday and give a solution for it.
5. Define petrichor.
6. Explain the reason and result of not
having good study habits.
7. Make your readers approve of the
importance of wearing face mask when
going out.
8. State what you saw, heard, tasted,
smelled and felt the last time someone
cooked at home.
9. Discuss how this school year is the same and how different it is from the previous
school year.
10. Write about one common problem of teenagers today and suggest a way to solve
it.
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Let us match the appropriate pattern of writing for each of the title of written text.
Each pattern of development in writing texts across disciplines is fit for a
unique writing situation. Choosing the appropriate writing pattern will help in
organizing ideas suitable for the paragraph to be developed.
1. Solved! How I Deal with Bullies
2. A Rainy Day to Remember
3. My Hometown, Then and Now
4. What is Oversleeping?
5. Nature’s Beauty: Breathe, Look
and Listen
6. One, Two. Three, Let’s Plant Trees!
7. Four Types of Heartbreak
8. Being a Vegetarian: Its Cause and
Effects
9. Winning the Race against Anxiety
10. The Old Me vs. the New Me
a. cause and effect
b. classification
c. comparison and contrast
d. definition
e. description
f. narration
g. persuasion
h. problem- solution
(Marish, Book festival concept illustration-a group of tiny people reading a huge
open book)
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Assessment
Congratulations for making it this far! You’re almost done.
Before you proceed to your next lesson, let us test your mastery. Today’s task is to
read the following paragraphs and determine which pattern of development in writing
is used.
Are you ready? Here are the paragraphs.
1. Caring for yourself during these times is also caring for others. When we are
allowed to go outside our houses, we should obey health practices. Some are skeptic
about wearing masks. Others are still in doubt when asked to wash hands often or
use alcohol and sanitizer. There are also people who question the need to maintain
distance from each other in public areas. These safety measures are set because they
are proven to be helpful in preventing the spread of the virus. They are not mere
wishes to make our lives difficult. We are asked to do these health protocols because
we are still in danger with the rising number of COVID-19 cases. Be responsible for
yourself so that you will not be the reason for others to catch the virus. If you care
for your loved ones, you must take care of yourself first. You do not want to be the
one bringing the virus to your home.
2. The word quarantine is such a familiar one to almost everyone who are aware
of the pandemic today. According to the Merriam- Webster dictionary online, it is a
noun that has several meanings. It states that it is a period of 40 days. It may also
be a term during which a ship arriving in port and suspected of carrying contagious
disease is held in isolation from the shore. Also, it means a restraint upon the
activities or communication of persons or the transport of goods designed to prevent
the spread of disease or pests. It is also defined as a state of enforced isolation. For
us, who have been in community quarantine for more or less three months, we know
that quarantine means staying at home and waiting for the situation to be better. It
is a condition wherein only those who have quarantine pass are allowed to go out for
essential needs of the family. For others, the concept quarantine may also be equated
to “no work, no pay” policy. Some may define it as something needed for people who
are sick or those who came from places with COVID-19 cases. On the other hand,
some probably sees quarantine as something that takes away their right to see
family, relatives and friends. To sum it up, whatever or however we understand
quarantine, we need to follow it as a safety protocol since we are still fighting this
pandemic.
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3. There are several similarities and differences between being a senior and
junior high school student. Being a senior and junior high school student both
require you to study hard to be able to get desirable outputs and decent grades.
Subjects are equally important to be given attention. It’s just that some subject areas
may be easier to deal with depending on different factors. The subjects in senior high
school (SHS) and junior high school (JHS) differ in a way that SHS subjects are more
specific areas that are deemed essential for the track and strand you chose while in
JHS, subjects are the general ones that we have since first grade, just increasing in
complexity. Another similarity is that when you enter SHS and JHS, you have to
prepare yourself to be a responsible part of the institution that you will enroll in. You
should be ready to follow the policy that the school implements. Being a “senior”
high student doesn’t mean you are superior or anything and being a “junior” high
student doesn’t mean that you are under those in the SHS. The difference comes
when there may be slight changes in the way rules and regulations are applied and
the gravity of reprimands you may receive as you step up to higher grade levels or as
you encounter different situations. In general, whether there are similarity or
difference in being a Senior or Junior high school student, it’s is still up to you how
you will handle it.
4. The Corona virus disease 2019 (COVID-19) pandemic has made people realize
many things. We are faced with an “invisible” enemy. Many usual activities that some
may have taken for granted are now things we miss doing like shaking hands or
hugging our buddies. Going out is now a privilege and a great responsibility. Being
at work and coming home from work has become a battlefield. And having a stable
income is a major struggle. Physical, as well as mental stress are silently creeping in
and we have to overcome them, while being a “healthy” person. All these may just be
the tip of the ice berg. There are a lot more that can be unnamed but we have to face.
How do we deal with things new to everyone? How do we fight against these? Two
significant attitudes emerge from us in this unsolved puzzle- resilience and
cooperation. We have proven to be resilient in times of calamities. We are still able to
flash a smile despite heavy burdens. We have come out stronger every after storm,
in a literal sense or not. We are bent but not totally broken. What makes us take in
everything, both the negative and positive events is the sense of cooperation. Left and
right, we see donors. Ordinary people or the public figures go the extra mile just to
share what they can. We witness neighbors and strangers help each other in any way
they can. We are in the same boat and bad news cannot stop good hearts spreading
hope to those who need it. These are why we move forward in spite of the gigantic
obstacles we see ahead.
5. I have a panda-like brother. He has round, chubby face and tiny round eyes.
The circles under his eyes add to that panda look because of constantly wearing
glasses. His short, flat hair that perfectly fits his round face has white and gray
streaks already because of age. His hairy arms were quite short for his size or maybe
his weight makes them seem shorter than I expect them to be. His big paw-like hands
were soft and cuddly. That’s why his nephews and nieces love holding them. He gives
them big warm hugs whenever they visited him. He is one unique guy with a big
heart fit for a panda-looking bro.
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6. There are several reasons why you need a good a study habit and its effects
will prove it beneficial. First, a good study habit is necessary since you are a student
who aims to pass the grade level you are in. That’s one basic objective anyone who
studies has. And if you pass, most probably, you, yourself and your loved ones will
be happy for the achievement. When you pass, it will be one step making you closer
to your goal. Second, a good study habit is important because you want to be ready.
This serves as your pre-determined plan that will help you get through your student
life easier. Having a regular review of your notes every 9 o’clock in the evening is
better than cramming to read all of your notes ten minutes before an exam. You will
be able to prepare for a quiz or test; may it be a surprise or not because you habitually
read your notes. Third, setting a good study habit is the same as training your mind
to work. In real life, when you have a habit of practicing, you know how the saying
goes. Practice makes perfect. If you practice good study habits, then you are more
likely to get the outcome that you expect. Who doesn’t want to see good scores on his
or her papers? These are just some of the causes and effects of having good study
habit. You may discover more if you actually do it.
7. I will never forget how I learned to ride a bike. It was the summer of 2000
when our mother bought us a new bicycle. We were all happy and excited to play
outside because of the new companion. We began self- learning. We took turns in
riding the bike with the hope that I will learn first. Our friends had bicycles too so it
was some kind of a competition who will be able to get the right balance first. To cut
the story short, I won the unofficial contest of knowing how to ride the bike without
training wheels. How did I do it? Thanks to the angry dogs in our neighborhood. They
were determined to teach me drive the bike so fast that I forgot I didn’t know how to.
8. There are three classifications of Corona virus disease 2019 (COVID-19) cases
according to the situation report – 101 of the World Health Organization (WHO) which
was based on data from national authorities on April 30, 2020. These are suspect
case, probable case and confirmed case. First, a person is categorized under the
suspect case if he or she has acute respiratory illness, that is, having fever and at
least one respiratory disease symptom like cough or shortness of breath, and a travel
history to or residence in a place where community transmission of COVID-19 is
reported during the 14 days preceding the start of showing signs. In addition, a
patient is also a suspect case if he or she has any acute respiratory illness and had
contact with a confirmed or probable COVID-19 case in the last 14 days prior to
symptom onset. Lastly, one is considered a suspect case is he or she has severe acute
respiratory illness, with fever and at least one sign of respiratory disease such as
cough or shortness of breath to the extent that the person requires hospitalization,
and when there is no alternative diagnosis that fully explains the condition. Second,
a patient is a classified as probable case if he or she is a suspect case but the result
of testing for the COVID-19 virus is inconclusive or questionable which should be
reported by the laboratory. Another situation a patient is a probable case is when a
suspect case could not undergo testing for COVID-19 for whatever reason. Third, a
person is a confirmed case if he or she has a laboratory confirmation of COVID-19
infection, regardless of clinical signs and symptoms.
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Amazing! Great reading you have there.
Now, this part will test your reading skills by distinguishing the pattern of written text
as described.
1. This pattern helps the reader to create a picture as the writer provides details,
sharing his or her experience about a particular topic.
2. It discusses an issue or problem, sometimes involving its root cause with the aim
of citing a solution or proposing a resolution to it.
3. With this pattern, you may see a chain of connected occurrences and how
something may happen as a consequence of a preceding one. It poses the cause and
result of an action or an incident.
4. The main purpose of this pattern is to bring the readers to agree on an idea or
thought the writer suggests as true and correct. Its goal is to convince the readers to
believe on or do something.
5. This pattern gives a concept, idea or term clarity by providing its meaning and
some limiting or distinguishing characteristics that sets it apart from other concepts,
ideas or terms.
6. It is a pattern used to tell about a significant human experience in chronological
order. If one wants to relate events about an event or episode in one’s life, this pattern
is appropriate.
7. This pattern features items or subjects that are put into groups or categories based
on identifying characteristics that set them to belong into a particular classification.
(Marish, Book festival concept illustration - a group of tiny people reading a huge
open book.)
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Additional Activities
In three to five sentences, explain how do you determine an appropriate
pattern of development when asked to write for a certain topic and why is it important
to identify the pattern of written text you have to use?
(Cosmokidz)
SELF-CHECK. How confident are you in distinguishing the patterns of writing in a
written text?
Yes No To Some
Extent
Can I identify the different patterns of development
in writing texts across disciplines?
Am I able to decide which pattern of development is
appropriate for a certain topic?
Can I determine the similar and different
characteristics of the patterns of written texts?
NOTE: If you answered NO and TO SOME EXTENT, go back and review the topics
you’re not confident to have mastery with. Keep on trying. Practice, practice, practice.
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Answer Key
What
I
Know:
Down
1.
Effect
2.
description
3.
classification
4.
cause
5.
compare
Across
5.
contrast
6.
persuade
7.definition
8.
narrate
10.
problem-solution
What’s
In:
1.
paragraph
2.
topic
sentence
3.
coherence
4.
supporting
details
5.
organize
What’s
More:
LIST
AND
MATCH
1.
Narration
F
2.
Description
D
3.
Definition
C
4.
Classification
E
5.
Cause
and
effect
A
6.
Persuasion
G
7.
Problem-
solution
H
8.
Comparison
and
contrast
B
What
I
Can
Do:
A.
1.
classification
2.
narration
3.
comparison
and
contrast
4.
problem-
solution
5.
definition
6.
cause
and
effect
7.
persuasion
8.
description
9.
comparison
and
contrast
10.
problem-
solution
B.
1.
h
2.
f
3.
c
4.
d
5.
e
6.
g
7.
b
8.
a
9.
h
10.
c
Assessment:
A.
1.
persuasion
2.
definition
3.
comparison
and
contrast
4.
problem-
solution
5.
description
6.
cause
and
effect
7.
narration
8.
classification
B.
1.
description
2.
problem-
solution
3.
cause
and
effect
4.
persuasion
5.
definition
6.
narration
7.
classification
Additional
Activities:
Answers
may
vary.
lOMoARcPSD|20061457

20
References
Antonio, Maria Teresa, Maria Sarte, Maria Edna Inigo, and Orlando
Tangonan. Reading and Writing Skills for Senior High School Students.
Reprint, Malabon City: Mutya Publishing House, Inc., 2017.
Cosmokidz. (n.d.). Handsome man in glasses doubts - guy with a question mark.
Retrieved from https://www.dreamstime.com/cosmokidz_info
DepEd (2020). K to 12 Most Essential Learning Competencies with Corresponding
CG Codes. Reading and Writing Skills
Marish. (n.d.). Book festival concept illustration - a group of tiny people reading a
huge open book. Retrieved from https://www.dreamstime.com/marish_info
Marish. (n.d.). Book festival concept illustration-a group of tiny people reading a huge
open book. Retrieved from https://www.dreamstime.com/marish_info
Mstjahanara903. (n.d.). Focused people studying in online school. Retrieved from
https://www.dreamstime.com/mstjahanara903_info
2020. https://www.who.int/docs/default-source/coronaviruse/situation-
reports/20200430-sitrep-101-covid-19.pdf?sfvrsn=2ba4e093_2
Cosmokidz. (n.d.). Handsome man in glasses doubts - guy with a question mark.
Retrieved from https://www.dreamstime.com/cosmokidz_info
Marish. (n.d.). Book festival concept illustration - a group of tiny people reading a
huge open book. Retrieved from https://www.dreamstime.com/marish_info
Marish. (n.d.). Book festival concept illustration-a group of tiny people reading a huge
open book. Retrieved from https://www.dreamstime.com/marish_info
Mstjahanara903. (n.d.). Focused people studying in online school. Retrieved from
https://www.dreamstime.com/mstjahanara903_info
lOMoARcPSD|20061457

For inquiries or feedback, please write or call:
Department of Education – Region III,
Schools Division of Bataan - Curriculum Implementation Division
Learning Resources Management and Development Section (LRMDS)
Provincial Capitol Compound, Balanga City, Bataan
Telefax: (047) 237-2102
Email Address: bataan@deped.gov.ph
lOMoARcPSD|20061457

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